Module LZF-1004:
French for Beginners II

Module Facts

Run by School of Arts, Culture and Language

20.000 Credits or 10.000 ECTS Credits

Semester 2

Organiser: Dr Jonathan Lewis

Overall aims and purpose

  1. To enhance students' basic understanding of the French language, and to develop a more complex understanding of grammatical structures.
  2. To enable students to translate short texts into English and produce more advanced pieces of writing in French, such as short essays and letters.
  3. To enable students to develop intermediate oral skills, and become confident with French phonology.
  4. To enable students to read and understand intermediate texts in French and to enhance their vocabulary acquisition.
  5. To enable students to understand and respond to more complex spoken information in French in both formal and informal registers.

Students on this module will be working towards achieving B1 on the Common European Framework of Reference for Languages (CEFR)”

Course content

This module is aimed at all first year students who have completed French for Beginners 1.

The module aims to develop the basic spoken, listening and written skills acquired in semester 1 in order to bring students up to and beyond a level of proficiency equivalent to 'A' level.

Students apply the grammatical principles learned in semester 1 to extended pieces of writing and also focus on more complex grammatical structures.

Listening skills are developed through audio and video comprehension exercises and students are required to make individual presentations on more sophisticated topics.

Key texts:

Action Grammaire! 3rd edition by Phil Turk & Geneviève García Vandaele (Hodder Education, 2006).

The French Experience 1 Marie Therese Bougard, Daniele Bourdais (BBC Publications, 2003)

Students are given the following advice about purchasing a dictionary:

“You may be able to manage with a concise one (not a pocket dictionary), but you should consider a ‘proper’ translating dictionary such as Collins-Robert or Oxford-Hachette, and learn to use it effectively and regularly.”

Assessment Criteria

threshold

40-49%: To gain credit students require a basic but expanding knowledge of vocabulary and grammar, some ability to translate and manipulate textual material, and basic oral and aural competence.

good

50-69%: Better performance will be indicated by a broadening knowledge of vocabulary and grammar, a good ability to translate and paraphrase texts in French, and good oral and aural competence.

excellent

70+%: The best students will have attained a working knowledge of the written and spoken language at a level comparable to GCE A2, and will be able to proceed confidently to studying together with post-A2 students from the start of the second year.

Learning outcomes

  1. To communicate competently in French on a selection of more sophisticated topics.

  2. To combine competently vocabulary and grammatical constructions in order to express an opinion on new and possibly unfamiliar themes.

  3. To be able to produce more extended pieces of writing in a concise and coherent manner.

  4. To read and understand a variety of texts in French, e.g. newspapers, magazines, novels etc.

  5. To develop listening comprehension skills through listening to the radio and music, watching television and films etc.

  6. To build on skills acquired in semester 1 (module LZF-1003).

Assessment Methods

Type Name Description Weight
COURSEWORK Assignment

Reading Comprehension and Translation

 20.00
GRAMMAR TEST Grammar Test 20.00
ORAL Oral Exam 20.00
EXAM Written Exam 40.00
LOGBOOK OR PORTFOLIO Self-Study Portfolio 0.00

Teaching and Learning Strategy

Hours
Seminar

Seminars - 4 hours per week for 11 weeks (3 grammar / written skills classes, 1 conversation class).

 44
Private study

Revision and practice of language skills using a range of materials, including Blackboard. Completion of coursework assignments.

 156

Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • Computer Literacy - Proficiency in using a varied range of computer software
  • Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
  • Exploring - Able to investigate, research and consider alternatives
  • Information retrieval - Able to access different and multiple sources of information
  • Inter-personal - Able to question, actively listen, examine given answers and interact sentistevely with others
  • Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
  • Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
  • Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
  • Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
  • Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
  • Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
  • Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others

Subject specific skills

  • Studying the countries or regions where the target language is used, including aspects of their literatures, cultures, linguistic contexts, history, politics, geography and social or economic structures. (Benchmark statement 5.10)
  • The ability to extract and synthesise key information from written and spoken sources in the target language. (Benchmark statement 5.3, 5.4, 5.14)
  • The ability to use the target language creatively and precisely in short written assignments in the target language. (Benchmark statement 5.14)
  • The ability to translate short passages into and out of the target language. (Benchmark statement 5.3, 5.4)
  • Engaging with, interpreting and critically evaluating short and longer contemporary texts (short stories, films, novels) in the target language (Benchmark statement 5. 8, and 5.9)
  • Effective oral communication and presentation skills (including delivery and argument development, discussion and defence) in the target language through individual and/or group discussions. (Benchmark statement 5.3, 5.4)
  • The ability to use the target language creatively and precisely in oral assignments, showing familiarity with a range of topics and registers in formal and informal situations. (Benchmark statement 5.3, 5.4)
  • Develop aural comprehension skills in the target language, supported by a wide range of appropriate materials in different media. (Benchmark statement 5.3, 5.4)
  • The ability to read, understand and summarise written texts in the target language. (Benchmark statement 5.3, 5.4)
  • Sensitivity to and analysis of grammar and syntax in the target language, as well as basic morphology and phonology. (Benchmark statement 5.8, and 5.9)
  • Basic reading and listening skills in the target language as well as vocabulary acquisition. (Benchmark statement 5.3, 5.4, 5.7, and 5.10)
  • The ability to make effective use of notes and to carry out independent study. (Benchmark statement 5.15)
  • Develop verbal communication skills in the target language through group work and class discussions. (Benchmark statement 5.8)
  • The ability to read, understand, translate, and write short texts in the target language (benchmark statement 5.13, 5.14, 5.15 and 5.16)
  • Sensitivity to and analysis of more advanced grammar and syntax in the target language, as well as morphology and phonology. (Benchmark statement 5.8, and 5.9)
  • More advanced reading and listening skills in the target language as well as more advanced vocabulary acquisition. (Benchmark statement 5.3, 5.4, 5.7, and 5.10)
  • Further develop students's verbal communication skills through group work and class discussions.
  • The ability to read, understand, translate, and write more complex texts in the target language. (Benchmark statement 5.13, 5.14, 5.15, and 5.16)
  • 1. The ability to use the target language creatively and precisely in short written assignments in the target language. (Benchmark statement 5.14)
  • 2. The ability to translate short passages into and out of the target language. (Benchmark statement 5.3, 5.4)
  • 3. Engaging with, interpreting and critically evaluating short and longer contemporary texts (short stories, films, novels) in the target language (Benchmark statement 5. 8, and 5.9)
  • 4. Effective oral communication and presentation skills (including delivery and argument development, discussion and defence) in the target language through individual and/or group discussions. (Benchmark statement 5.3, 5.4)
  • 5. The ability to use the target language creatively and precisely in oral assignments, showing familiarity with a range of topics and registers in formal and informal situations. (Benchmark statement 5.3, 5.4)
  • 6. Develop aural comprehension skills in the target language, supported by a wide range of appropriate materials in different media. (Benchmark statement 5.3, 5.4)
  • 7. The ability to read, understand and summarise written texts in the target language. (Benchmark statement 5.3, 5.4)
  • Sensitivity to and analysis of more advanced grammar and syntax in the target language, as well as morphology and phonology. (Benchmark statement 5.8, and 5.9)

Resources

Pre- and Co-requisite Modules

Courses including this module

Compulsory in courses:

Optional in courses: